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The Buzz About Bees: Honey Bee Biology and Behavior
4-H Honey Bee Leaders Guide Book I The Buzz About Bees: 18 U.S.C. 707 Honey Bee Biology and Behavior Publication 380-071 2009 To the 4-H Leader: The honey bee project (Books Grade 5 1 - 4) is intended to teach young people the basic biology and behavior of honey bees in addition to Living Systems 5.5 hands-on beekeeping management skills. The honey The student will investigate and understand that bee project books begin with basic honey bee and organisms are made up of cells and have distin- insect information (junior level) and advance to guishing characteristics. Key concepts include: instruction on how to rear honey bee colonies and • vertebrates and invertebrates extract honey (senior level). These project books are intended to provide in-depth information related Grade 6 to honey bee management, yet they are written for the amateur beekeeper, who may or may not have Life Science 5 previous experience in rearing honey bees. The student will investigate and understand how organisms can be classified. Key concepts include: Caution: • characteristics of the species If anyone in your club is known to have severe Life Science 8 allergic reactions to bee stings, they should not The student will investigate and understand that participate in this project. interactions exist among members of a population. The honey bee project meets the following Vir- Key concepts include: ginia State Standards of Learning (SOLs) for the • competition, cooperation, social hierarchy, and fourth, fifth, and sixth grades: territorial imperative Grade 4 Acknowledgments Authors: Life Processes 4.4 Dini M. -
Wisconsin Bee Identification Guide
WisconsinWisconsin BeeBee IdentificationIdentification GuideGuide Developed by Patrick Liesch, Christy Stewart, and Christine Wen Honey Bee (Apis mellifera) The honey bee is perhaps our best-known pollinator. Honey bees are not native to North America and were brought over with early settlers. Honey bees are mid-sized bees (~ ½ inch long) and have brownish bodies with bands of pale hairs on the abdomen. Honey bees are unique with their social behavior, living together year-round as a colony consisting of thousands of individuals. Honey bees forage on a wide variety of plants and their colonies can be useful in agricultural settings for their pollination services. Honey bees are our only bee that produces honey, which they use as a food source for the colony during the winter months. In many cases, the honey bees you encounter may be from a local beekeeper’s hive. Occasionally, wild honey bee colonies can become established in cavities in hollow trees and similar settings. Photo by Christy Stewart Bumble bees (Bombus sp.) Bumble bees are some of our most recognizable bees. They are amongst our largest bees and can be close to 1 inch long, although many species are between ½ inch and ¾ inch long. There are ~20 species of bumble bees in Wisconsin and most have a robust, fuzzy appearance. Bumble bees tend to be very hairy and have black bodies with patches of yellow or orange depending on the species. Bumble bees are a type of social bee Bombus rufocinctus and live in small colonies consisting of dozens to a few hundred workers. Photo by Christy Stewart Their nests tend to be constructed in preexisting underground cavities, such as former chipmunk or rabbit burrows. -
A Survey of Odonata of the Patoka River National Wildlife Refuge and Management Area
2012. Proceedings of the Indiana Academy of Science 121(1):54–61 A SURVEY OF ODONATA OF THE PATOKA RIVER NATIONAL WILDLIFE REFUGE AND MANAGEMENT AREA Donald L. Batema* and Amanda Bellian: Department of Chemistry, Environmental Studies Program, University of Evansville, 1800 Lincoln Avenue, Evansville, IN 47722 USA Lindsey Landowski: Mingo National Wildlife Refuge, Puxico, MO. 63960 USA ABSTRACT. The Patoka River National Wildlife Refuge and Management Area (hereafter Patoka River Refuge or the Refuge) represents one of the largest intact bottomland hardwood forests in southern Indiana, with meandering oxbows, marshes, ponds, managed moist-soil units, and constructed wetlands that provide diverse and suitable habitat for wildlife. Refuge personnel strive to protect, restore, and manage this bottomland hardwood ecosystem and associated habitats for a variety of wildlife. The Patoka River National Wildlife Refuge Comprehensive Conservation Plan (CCP) lists many species of management priority (McCoy 2008), but Odonata are not included, even though they are known to occur on the Refuge. The absence of Odonata from the CCP is the result of lack of information about this ecologically important group of organisms. Therefore, we conducted a survey, from May to October 2009, to document their presence, with special attention being paid to rare, threatened, and endangered species. A total of 43 dragonfly and damselfly species were collected and identified. No threatened or endangered species were found on the Refuge, but three species were found that are considered imperiled in Indiana based on Nature Serve Ranks (Stein 2002). Additionally, 19 new odonate records were documented for Pike County, Indiana. The results of this survey will be used by Refuge personnel to assist in management decisions and to help establish priorities for the Patoka River Refuge activities and land acquisition goals. -
Phylum Arthropod Silvia Rondon, and Mary Corp, OSU Extension Entomologist and Agronomist, Respectively Hermiston Research and Extension Center, Hermiston, Oregon
Phylum Arthropod Silvia Rondon, and Mary Corp, OSU Extension Entomologist and Agronomist, respectively Hermiston Research and Extension Center, Hermiston, Oregon Member of the Phyllum Arthropoda can be found in the seas, in fresh water, on land, or even flying freely; a group with amazing differences of structure, and so abundant that all the other animals taken together are less than 1/6 as many as the arthropods. Well-known members of this group are the Kingdom lobsters, crayfish and crabs; scorpions, spiders, mites, ticks, Phylum Phylum Phylum Class the centipedes and millipedes; and last, but not least, the Order most abundant of all, the insects. Family Genus The Phylum Arthropods consist of the following Species classes: arachnids, chilopods, diplopods, crustaceans and hexapods (insects). All arthropods possess: • Exoskeleton. A hard protective covering around the outside of the body (divided by sutures into plates called sclerites). An insect's exoskeleton (integument) serves as a protective covering over the body, but also as a surface for muscle attachment, a water-tight barrier against desiccation, and a sensory interface with the environment. It is a multi-layered structure with four functional regions: epicuticle (top layer), procuticle, epidermis, and basement membrane. • Segmented body • Jointed limbs and jointed mouthparts that allow extensive specialization • Bilateral symmetry, whereby a central line can divide the body Insect molting or removing its into two identical halves, left and right exoesqueleton • Ventral nerve -
Biological Pest Control
■ ,VVXHG LQ IXUWKHUDQFH RI WKH &RRSHUDWLYH ([WHQVLRQ :RUN$FWV RI 0D\ DQG -XQH LQ FRRSHUDWLRQ ZLWK WKH 8QLWHG 6WDWHV 'HSDUWPHQWRI$JULFXOWXUH 'LUHFWRU&RRSHUDWLYH([WHQVLRQ8QLYHUVLW\RI0LVVRXUL&ROXPELD02 ■DQHTXDORSSRUWXQLW\$'$LQVWLWXWLRQ■■H[WHQVLRQPLVVRXULHGX AGRICULTURE Biological Pest Control ntegrated pest management (IPM) involves the use of a combination of strategies to reduce pest populations Steps for conserving beneficial insects Isafely and economically. This guide describes various • Recognize beneficial insects. agents of biological pest control. These strategies include judicious use of pesticides and cultural practices, such as • Minimize insecticide applications. crop rotation, tillage, timing of planting or harvesting, • Use selective (microbial) insecticides, or treat selectively. planting trap crops, sanitation, and use of natural enemies. • Maintain ground covers and crop residues. • Provide pollen and nectar sources or artificial foods. Natural vs. biological control Natural pest control results from living and nonliving Predators and parasites factors and has no human involvement. For example, weather and wind are nonliving factors that can contribute Predator insects actively hunt and feed on other insects, to natural control of an insect pest. Living factors could often preying on numerous species. Parasitic insects lay include a fungus or pathogen that naturally controls a pest. their eggs on or in the body of certain other insects, and Biological pest control does involve human action and the young feed on and often destroy their hosts. Not all is often achieved through the use of beneficial insects that predacious or parasitic insects are beneficial; some kill the are natural enemies of the pest. Biological control is not the natural enemies of pests instead of the pests themselves, so natural control of pests by their natural enemies; host plant be sure to properly identify an insect as beneficial before resistance; or the judicious use of pesticides. -
Aquatic Critters Aquatic Critters (Pictures Not to Scale) (Pictures Not to Scale)
Aquatic Critters Aquatic Critters (pictures not to scale) (pictures not to scale) dragonfly naiad↑ ↑ mayfly adult dragonfly adult↓ whirligig beetle larva (fairly common look ↑ water scavenger for beetle larvae) ↑ predaceous diving beetle mayfly naiad No apparent gills ↑ whirligig beetle adult beetle - short, clubbed antenna - 3 “tails” (breathes thru butt) - looks like it has 4 - thread-like antennae - surface head first - abdominal gills Lower jaw to grab prey eyes! (see above) longer than the head - swim by moving hind - surface for air with legs alternately tip of abdomen first water penny -row bklback legs (fbll(type of beetle larva together found under rocks damselfly naiad ↑ in streams - 3 leaf’-like posterior gills - lower jaw to grab prey damselfly adult↓ ←larva ↑adult backswimmer (& head) ↑ giant water bug↑ (toe dobsonfly - swims on back biter) female glues eggs water boatman↑(&head) - pointy, longer beak to back of male - swims on front -predator - rounded, smaller beak stonefly ↑naiad & adult ↑ -herbivore - 2 “tails” - thoracic gills ↑mosquito larva (wiggler) water - find in streams strider ↑mosquito pupa mosquito adult caddisfly adult ↑ & ↑midge larva (males with feather antennae) larva (bloodworm) ↑ hydra ↓ 4 small crustaceans ↓ crane fly ←larva phantom midge larva ↑ adult→ - translucent with silvery bflbuoyancy floats ↑ daphnia ↑ ostracod ↑ scud (amphipod) (water flea) ↑ copepod (seed shrimp) References: Aquatic Entomology by W. Patrick McCafferty ↑ rotifer prepared by Gwen Heistand for ACR Education midge adult ↑ Guide to Microlife by Kenneth G. Rainis and Bruce J. Russel 28 How do Aquatic Critters Get Their Air? Creeks are a lotic (flowing) systems as opposed to lentic (standing, i.e, pond) system. Look for … BREATHING IN AN AQUATIC ENVIRONMENT 1. -
Colour Transcript
Colour Transcript Date: Wednesday, 30 March 2011 - 6:00PM Location: Museum of London 30 March 2011 Colour Professor William Ayliffe Some of you in this audience will be aware that it is the 150th anniversary of the first colour photograph, which was projected at a lecture at the Royal Institute by James Clerk Maxwell. This is the photograph, showing a tartan ribbon, which was taken using the first SLR, invented by Maxwell’s friend. He took three pictures, using three different filters, and was then able to project this gorgeous image, showing three different colours for the first time ever. Colour and Colour Vision This lecture is concerned with the questions: “What is colour?” and “What is colour vision?” - not necessarily the same things. We are going to look at train crashes and colour blindness (which is quite gruesome); the antique use of colour in pigments – ancient red Welsh “Ladies”; the meaning of colour in medieval Europe; discovery of new pigments; talking about colour; language and colour; colour systems and the psychology of colour. So there is a fair amount of ground to cover here, which is appropriate because colour is probably one of the most complex issues that we deal with. The main purpose of this lecture is to give an overview of the whole field of colour, without going into depth with any aspects in particular. Obviously, colour is a function of light because, without light, we cannot see colour. Light is that part of the electromagnetic spectrum that we can see, and that forms only a tiny portion. -
The Ecology of British Upland Peatlands: Climate Change, Drainage, Keystone Insects and Breeding Birds
The ecology of British upland peatlands: climate change, drainage, keystone insects and breeding birds Matthew John Carroll PhD University of York Department of Biology September 2012 Abstract Northern peatlands provide important ecosystem services and support species adapted to cold, wet conditions. However, drainage and climate change could cause peatlands to become drier, threatening ecosystem functions and biodiversity. British blanket bogs occur towards the southern extent of northern peatlands and have been extensively drained, so present an excellent opportunity to examine climate change and drainage impacts. Craneflies (Diptera: Tipulidae) are a major component of upland peatland invertebrate communities and provide a key food resource to breeding birds. However, larvae are highly susceptible to desiccation, so environmental changes that dry peat surfaces could harm cranefly populations and, in turn, bird populations. This thesis aims to examine effects of soil moisture, drainage and climate change on craneflies, and the relationship between craneflies and birds. A large-scale field experiment showed that adult cranefly abundance increased with soil moisture. Areas with blocked drainage ditches showed significantly higher soil moisture and cranefly abundance than areas with active drainage. A model of monthly peatland water tables driven by simple climate data was developed. The model accurately predicted water table position, and predicted up to two thirds of water table variation over time. Performance declined when modelling drained sites. The water table model was combined with empirical relationships to model cranefly abundance under climate change. Falling summer water tables were projected to drive cranefly population declines. Drain blocking would increase abundance and slow declines, thus aiding population persistence. -
Wetlands Invertebrates Banded Woollybear(Isabella Tiger Moth Larva)
Wetlands Invertebrates Banded Woollybear (Isabella Tiger Moth larva) basics The banded woollybear gets its name for two reasons: its furry appearance and the fact that, like a bear, it hibernates during the winter. Woollybears are the caterpillar stage of medium sized moths known as tiger moths. This family of moths rivals butterflies in beauty and grace. There are approximately 260 species of tiger moths in North America. Though the best-known woollybear is the banded woollybear, there are at least 8 woollybear species in the U.S. with similar dense, bristly hair covering their bodies. Woollybears are most commonly seen in the autumn, when they are just about finished with feeding for the year. It is at this time that they seek out a place to spend the winter in hibernation. They have been eating various green plants since June or early July to gather enough energy for their eventual transformation into butterflies. A full-grown banded woollybear caterpillar is nearly two inches long and covered with tubercles from which arise stiff hairs of about equal length. Its body has 13 segments. Middle segments are covered with red-orange hairs and the anterior and posterior ends with black hairs. The orange-colored oblongs visible between the tufts of setae (bristly hairs) are spiracles—entrances to the respiratory system. Hair color and band width are highly variable; often as the caterpillar matures, black hairs (especially at the posterior end) are replaced with orange hairs. In general, older caterpillars have more black than young ones. However, caterpillars that fed and grew in an area where the fall weather was wetter tend to have more black hair than caterpillars from dry areas. -
Lesson 3 Life Cycles of Insects
Praying Mantis 3A-1 Hi, boys and girls. It’s time to meet one of the most fascinating insects on the planet. That’s me. I’m a praying mantis, named for the way I hold my two front legs together as though I am praying. I might look like I am praying, but my incredibly fast front legs are designed to grab my food in the blink of an eye! Praying Mantis 3A-1 I’m here to talk to you about the life stages of insects—how insects develop from birth to adult. Many insects undergo a complete change in shape and appearance. I’m sure that you are already familiar with how a caterpillar changes into a butterfly. The name of the process in which a caterpillar changes, or morphs, into a butterfly is called metamorphosis. Life Cycle of a Butterfly 3A-2 Insects like the butterfly pass through four stages in their life cycles: egg, larva [LAR-vah], pupa, and adult. Each stage looks completely different from the next. The young never resemble, or look like, their parents and almost always eat something entirely different. Life Cycle of a Butterfly 3A-2 The female insect lays her eggs on a host plant. When the eggs hatch, the larvae [LAR-vee] that emerge look like worms. Different names are given to different insects in this worm- like stage, and for the butterfly, the larva state is called a caterpillar. Insect larvae: maggot, grub and caterpillar3A-3 Fly larvae are called maggots; beetle larvae are called grubs; and the larvae of butterflies and moths, as you just heard, are called caterpillars. -
Using Dragonflies As Common, Flexible, and Charismatic Subjects for Teaching the Scientific Process
Eastern Illinois University The Keep Faculty Research & Creative Activity Biological Sciences 1-1-2007 Using dragonflies sa common, flexible, and charismatic subjects for teaching the scientific process Paul Switzer Eastern Illinois University, [email protected] Follow this and additional works at: https://thekeep.eiu.edu/bio_fac Part of the Behavior and Ethology Commons, Entomology Commons, and the Terrestrial and Aquatic Ecology Commons Recommended Citation Switzer, P.V. (2007). Using dragonflies as common, flexible, and charismatic subjects for teaching the scientific process. The American Biology Teacher 69(3): 158-162. This Article is brought to you for free and open access by the Biological Sciences at The Keep. It has been accepted for inclusion in Faculty Research & Creative Activity by an authorized administrator of The Keep. For more information, please contact [email protected]. as Common, Flexible & Charismatic Subjects Using forDragonflies Teaching the Scientific Process P AUL V. S WI T ZER See this article with its beautiful images in full color online at: http://www.nabt.org/sites/S1/File/pdf/069-03-0158.pdf. iology laboratories are usually designed around eat other invertebrates in the jar . Adults are a bit more wary, convenientB and available subjects . For example, for animal yet if students avoid sudden movements or approaches, laboratories Daphnia magna, Drosophila melanogaster, frogs, they can get within inches of many common species . rats, and mice are common animals that are relatively easy Capture requires no more exotic equipment than either to obtain, relatively cheap, and consequently lend them- aerial (for adults) or aquatic (for larvae) nets, and adults can selves well to laboratory experimentation . -
Wireworms' Management
Insects 2013, 4, 117-152; doi:10.3390/insects4010117 OPEN ACCESS insects ISSN 2075-4450 www.mdpi.com/journal/insects Review :LUHZRUPV¶Management: An Overview of the Existing Methods, with Particular Regards to Agriotes spp. (Coleoptera: Elateridae) Fanny Barsics *, Eric Haubruge and François J. Verheggen Department of Functional and Evolutionary Entomology, Gembloux Agro-Bio Tech, University of Liege. 2, Passage des Déportés, 5030 Gembloux, Belgium; E-Mails: [email protected] (E.H.); [email protected] (F.J.V.) * Author to whom correspondence should be addressed; E-Mail: [email protected]; Tel.: +3281-62-26-63; Fax: +3281-62-23-12. Received: 19 October 2012; in revised form: 13 December 2012 / Accepted: 26 December 2012 / Published: 25 January 2013 Abstract: Wireworms (Coleoptera: Elateridae) are important soil dwelling pests worldwide causing yield losses in many crops. The progressive restrictions in the matter of efficient synthetic chemicals for health and environmental care brought out the need for alternative management techniques. This paper summarizes the main potential tools that have been studied up to now and that could be applied together in integrated pest management systems and suggests guidelines for future research. Keywords: wireworms; click beetles; Agriotes; integrated pest management 1. Introduction Wireworms are the larvae of click beetles (Coleoptera: Elateridae). They consist of more than 9,000 species distributed worldwide, [1] and some are important pests of a wide variety of crops, such as potato, cereals, carrot, sugar beet, sugarcane and soft fruits (e.g., [2±6]). In Europe, damages due to wireworm infestation are mainly attributed to the genus Agriotes Eschscholtz, as witnessed by the numerous studies aiming at their management.